Learning Together: Children and Adults in a School Community - Tapa dura

"Clearly presented and well-written, open to both general and specialist readers...Taking the full message of this book on board is not only a challenge to schooling but also to parenting and the wider society." "The central feature of the OC philosophy, Rogoff tells us, is collaboration, with flexible roles and learning of adults facilitated in the same ways as children's learning. That is, groups work with mutual interest on cooperatively organized activities. That's good practice, and in detailing one way it can be achieved the book provides insights to stimulate reflection, discussion, and innovation in our own schools." --Infant and Child Development "[This book] is cleary presented and well-written, open to both general and specialist readers." --British Journal of Educational Psychology "This book on a unique school in Utah with a strong open-classroom history examines how the school has developed into an excellent model of parents, teachers, and students working in a learning community to enhance student learning and achievement. . .The approach focuses on developing students who will be lifelong learners able to work in a collaborative/cooperative environment. . .The authors are well qualified to write on this topic; the book is very readable and would interest PK-12 educators interested in knowing more about this approach to student learning. This book would be an asset as a supplementary text and reference for higher education/teacher education programs."--CHOICE ..".a fascinating lens through which to look at an inspired application of group work principles."--Social Work with Groups "The central feature of the OC philosophy, Rogoff tells us, is collaboration, with flexible roles and learning of adults facilitated in the same ways as children's learning. That is, groups work with mutual interest on cooperatively organized activities. That's good practice, and in detailing one way it can be achieved the book provides insights to stimulate reflection, discussion, and innovation in our own schools." --Infant and Child Development "[This book] is cleary presented and well-written, open to both general and specialist readers." --British Journal of Educational Psychology "This book on a unique school in Utah with a strong open-classroom history examines how the school has developed into an excellent model of parents, teachers, and students working in a learning community to enhance student learning and achievement. . .The approach focuses on developing students who will be lifelong learners able to work in a collaborative/cooperative environment. . .The authors are well qualified to write on this topic; the book is very readable and would interest PK-12 educators interested in knowing more about this approach to student learning. This book would be an asset as a supplementary text and reference for higher education/teacher education programs."--CHOICE .,."a fascinating lens through which to look at an inspired application of group work principles."--Social Work with Groups "The central feature of the OC philosophy, Rogoff tells us, is collaboration, with flexible roles and learning of adults facilitated in the same ways as children's learning. That is, groups work with mutual interest on cooperatively organized activities. That's good practice, and in detailing one way it can be achieved the book provides insights to stimulate reflection, discussion, and innovation in our own schools." --Infant and Child Development "[This book] is cleary presented and well-written, open to both general and specialist readers." --British Journal of Educational Psychology "This book on a unique school in Utah with a strong open-classroom history examines how the school has developed into an excellent model of parents, teachers, and students working in a learning community to enhance student learning and achievement. . .The approach focuses on developing students who will be lifelong learners able to work in a collaborative/cooperative environment. . .The authors are well qualified to write on this topic; the book is very readable and would interest PK-12 educators interested in knowing more about this approach to student learning. This book would be an asset as a supplementary text and reference for higher education/teacher education programs."--CHOICE , .."a fascinating lens through which to look at an inspired application of group work principles."--Social Work with Groups "The central feature of the OC philosophy, Rogoff tells us, is collaboration, with flexible roles and learning of adults facilitated in the same ways as children's learning. That is, groups work with mutual interest on cooperatively organized activities. That's good practice, and in detailing one way it can be achieved the book provides insights to stimulate reflection, discussion, and innovation in our own schools." --Infant and Child Development "[This book] is cleary presented and well-written, open to both general and specialist readers." --British Journal of Educational Psychology "This book on a unique school in Utah with a strong open-classroom history examines how the school has developed into an excellent model of parents, teachers, and students working in a learning community to enhance student learning and achievement. . .The approach focuses on developing students who will be lifelong learners able to work in a collaborative/cooperative environment. . .The authors are well qualified to write on this topic; the book is very readable and would interest PK-12 educators interested in knowing more about this approach to student learning. This book would be an asset as a supplementary text and reference for higher education/teacher education programs."--CHOICE .,."a fascinating lens through which to look at an inspired application of group work principles."--Social Work with Groups

This book, written by the parents, teachers, and students of a unique school, shows that children and adults do not learn in independent study or by passively being taught particular facts or concepts, but by participating within a community of learners. Within this community, learning is dynamic and bound up with the tools of culture and the structure and dictates of the classroom. This book is the first to report this new theoretical perspective in a manner accessible to both teachers and general readers.